Home Uncategorized How do various drinks influence athlete performance [caffeinated, potassium-rich, protein-rich, vitamin-water, carbohydrate-rich, exercise drinks, sport drinks, energy drinks, fruit juice, soft drinks]?

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How do various drinks influence athlete performance [caffeinated, potassium-rich, protein-rich, vitamin-water, carbohydrate-rich, exercise drinks, sport drinks, energy drinks, fruit juice, soft drinks]?

THIS IS FOR INFORMATIONAL PURPOSES – DO NOT SUBMIT, DR. CONKLE WILL HAVE THEM

Rubric for PED 598 Narrative Literature Review (Term Paper) – Dr. Terry Conkle – Spring 2020 – 300 Points

___ 3-5 of Exemplary Criteria

___ 0-2 of Exemplary Criteria

___ 3-5 of Exemplary Criteria

___ 0-2 of Exemplary Criteria

Requirements	· Title Page fully follows TEMPLATE REQUIREMENTS · ALL text is Times New Roman Size 12 AND Double-spaced Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper · Left-aligned with ragged Right-edge (except for a blocked quote) text AND 1-in. margins all 4 edges · FULLY computer-generated (NO pen/pencil marks on any page) · NO observable “correction” marks · Correct Running Head to Left (< 50 characters, must be on ONE line as Header) w/ pagination to Right (beginning on Title Page) · 15 pages not counting Title Page & References · 15 References · 13 Research Article References from Peer-reviewed Journals · Magazines (1 max.) and Newspapers (2 max.) at or below limits; NO BOOKS or Web-sites	All criteria on this row must be met, or assignment receives an Automatic Grade of 050
Criteria	Exemplary Graduate Student Quality (60)	Accomplished Writer (40)	Developing Writer (20)	Score
Plagiarism	All descriptions, paraphrasing and summarizing of another person’s work, words, phrases, ideas, concepts, quotations must be credited. TWO (2) instances will be forgiven, mistakes can be made – THREE (3) or more instances of evident plagiarism results in AUTOMATIC GRADE of ZERO!	Automatic ZERO
Introduction	___ One to Two paragraphs addressing the topic and the main idea ___ Clearly delineates all forthcoming subtopics ___ Includes a clear thesis statement / problem statement / problem question ___ Completely sets-up the Lit’ Review	___ 2-3 of Exemplary Criteria	___ 0-1 of Exemplary Criteria	60 40 20
Body / Focus	___ Reader-friendly sub-headings outline the paper ___ At least 3 elements of one to several paragraphs each ___ Each element supports the main idea or a sub-topic ___ Each paragraph contains a good topic sentence, and clear leads/transitions into next sentence or linking sub-topics and main topic ___ Strong integration and synthesis of material	___ 3-4 of Exemplary Criteria	___ 0-2 of Exemplary Criteria		60 40 20
Conclusion	___ At least one thorough paragraph or more ___ Summarizes the body ___ Strong integration of conclusions with main topic and sub-topics ___ Insightful discussion of the impact from the researched topic ___ Strong key recommendations for future research on the problem ___ Leaves a reader with an “interested” final impression			___ 3-5 of Exemplary Criteria	___ 0-2 of Exemplary Criteria
References & Citations	___ References appear on separate page (centered) and labelled on Line 1 ___ At least 35% – 45% of Scholarly/Scientific sources since 2014 ___ At least 75% of Scholarly/Scientific sources since 2004 ___ References match citations 100%, & vice-versa ___ ALL References are accurate/complete, in APA format – Hanging indents, alphabetical, double-spaced, NO spelling/spacing/punctuation errors for reference type ___ ALL in-text citations are complete & correctly applied – 1 or more per paragraph as appropriate for the given paragraph
Style, Grammar, Punctuation, and Spelling – Overall Quality of Writing * Writing quality * Grammar & Spelling * Organization * Style	Must meet at least 6 of 7 ___ Writing is APA publication quality (Clear and coherent, thorough) ___ Grammar, punctuation & spelling ( NO errors) ___ Organization is excellent (Brief, concise, great transitions) ___ Style is excellent ( NO APA Format or Style errors) ___ Academically appropriate, formal without being too “wordy” ___ Quotations/Quotes are used sparingly ___ Free of slang, contractions, inappropriate 1st or 2nd person pronouns, and *No contractions, unless in a quotation/quote

NOTES:

GRADE = _____ / 300

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PED 598 – Narrative Literature Review

Research and Inquiry Project

Dr. Terry Conkle – Spring 2020

Some Key Expectations / Requirements

*APA format for everything (page numbers in upper-right corner as a “Header,” matching in-text citations and references, etc.)!

*Computer-generated

*Times New Roman Size 12 font

*1-inch margins all 4 edges

*3rd-person, matter-of-fact perspective

*No contractions, unless in a quotation/quote

Topic:

Submit, to Dr. Conkle, a list of 3 – 5 Research Questions on topics of interest to you personally (specifically related to Physical Education, Sport Management, or the broad Sport Science sub-disciplines).

Key Dates:

3 – 5 RES Questions are due on 01 – 28 – 2020

Topic(s) approved on/by 02 – 04 – 2020

Title Assignment due on 02 – 11 – 2020

Completed Term Paper (Narrative Literature Review) due as a hard-copy to Dr. Conkle by NOON on 03-24-2020

PowerPoint Presentation e-mailed/time-stamped to Dr. Conkle, for review, no later than NOON on 04-06-2020

PowerPoint Presentations regarding each student’s project will take place as scheduled on the course syllabus

Some sample wording for how to develop or phrase a research question:

What is the incidence of ___ and prevalence of ___-related disability in the United States; what are the common interventions for rehabilitation and their effectiveness; what factors influence differential outcomes; and what therapies can prevent or remediate development of secondary issues?

Does Tilapia contain more Omega-3 fatty Acids than other edible fish?

Do marble colors chosen by children, when playing, reflect their dominant personality traits?

Is 4- to 6-year-old children’s knowledge of their parents’ home safety rules an accurate predictor of child residential injuries?

Which type of hammer is most efficient for driving 16-penny nails: Left-handed, Right-handed or Ball Pein?

Research Requirements

Required # Pages, not counting Cover Page or Reference Pages

> 15

References Required (minimum #)

> 15

Peer-Reviewed Original Research from Scholarly Journal Articles Required (minimum #)

> 13

Meta-Analysis Studies (these will count for the previous category)

< 02 Published Narrative Literature Reviews ZERO Newspaper Articles (Optional, maximum #) No more than 02 Popular Magazine Articles (Optional, maximum #) No more than 01

PowerPoint 0

PED 598
Introduction to Research

Dr. Terry Conkle – 2020

Why Should we Learn
or Know About Research?
Professionally (e.g., physical educator, sport coach, fitness/ conditioning/strength specialist, certified athletic trainer, physical therapist) most of us must know how to read and comprehend research.
At some point, many professionals must understand the basics of conducting research, either for completing requirements of a degree program or to conduct a study for their own reasons.
2

Critical Reading for Understanding
We must be good consumers of research reports written by others.
In an information-rich “electronic” society, the main issue is NOT accessing various information, but determining whether it is sound and reliable info.
Although there is no “fool-proof” method for judging the accuracy of information, an important professional skill is having the ability for critical reading (i.e., analyzing or critiquing it intelligently).
3

Analyzing or Critiquing Research
Critical reading permits one to assess the relevance, accuracy and credibility of a work or source, to determine if there is adequate evidence and justification to support an authors’ claims, and to understand research implications, generalizability and applicability to the “real world.”
4

What is “Research?”
A broad term relating to a “systematic and rigorous process” of posing a focused question, one that requires an answer or solution, and drawing conclusions based on findings.
Research is a search for “truth” and “knowledge.”

6
A Fun View of Research:
It’s an Adventure, Investigating & Exploring

7
Who Conducts Research?
3 Major Responsibilities of U.S. Higher Education
Instruction or Teaching
Service or Extension
Research
Visibility brings students (paying customers)
End products become conference presentations, whole books, book chapters, published articles, etc.

8
Other Research Activity
The U.S. Government and its agencies
The U.S. Military
Industry (product RES & Development)
Students – Thesis or Dissertation (Degree Requirements)

9
What is Research?
The search for “truth” and “knowledge”
A careful systematic means of solving problems
A research problem = a question
The most vital step is developing/creating a good Q
(This applies to a study as well as a “Lit Review”)

10
The Complete Nature of Research
Systematic – ID & labeling of key variables, a RES design to test associations among variables, data collected.
Logical – Examination of RES procedures allows evaluation of conclusions & for replication.
Empirical – Data collected / conclusions drawn.
Reductive – Data are used to establish general relationships among variables.
Replicable – A recorded RES process – findings can be tested.
Replication occurs when a study is copied or reproduced
using similar methods by other researchers,
often seeking to find the same or similar results.

11
Arriving at a RES Problem / Question
Reading previously published literature
Curiosity
A Keen Interest
A Professor
Serendipity
Controversies, debates, conflicts on a topic
Theses & Dissertations (Recommendations @ end for future study)
Reading findings that seem wrong – setting-up a RES design & testing previous results

12
Research Report v. Professional Journals
Definition of Peer-Reviewed (Merriam-Webster): a process by which a scholarly work (such as a paper or a research proposal) is checked by a group of experts (usually 2-5 reviewers) in the same field of study to ensure it meets the necessary standards for publication before it is accepted by the journal editor.
Peer-Reviewed research report articles are also known as: scientific, scholarly, academic, or refereed.
Professional articles are more general and informational, and typically are not IMRaD format reports of research. They are more practical, and content is ready for use in the field. Professional articles are also-peer-reviewed in/for/by reputable journals. These may also be considered academic.
Can usually determine professional from scientific from its articles or;
Author Guidelines or Instructions for Contributors
found On-line @ journal web-site; or, Inside each hard-copy edition

Characteristics of a Peer-Reviewed Article
13
Articles are long (approx. 10-35 pages, possibly up to 50 pages)
Includes comprehensive References, from in-text citations.
There is often an abstract.
There is a gap between date of paper submission and acceptance for peer-review to have been likely.
Authors often affiliated w/ an institution (e.g., university or college).

Primary Source / Primary Work
This the Ideal Source!
It is a report of an original research study, firsthand from the author(s)
It may be in unpublished manuscript form
It may be a published article in a scholarly journal
It may be a full report in presentation format
14

Secondary Source / Secondary Work
NOT the ideal source, it can be found in countless places. Any source that is not an Original Research Report by those who conducted the study or studies.
A Commentary or Editorial Opinion
A Position or Consensus Statement
A published Narrative Literature Review
A published “professional article” with several citations of previous research
A magazine article citing supporting studies
An Encyclopedia
15

16
Research Addresses 4 Questions
What was the problem? The answer = Introduction
The background and context
How was the problem studied? The answer =Methods/ Methodology; subjects, instrumentation, procedures
What was found? The answer = Results/Findings
and
What do the findings mean? The answer = Discussion

IMRaD Format and SIP
I
M
R
a
D
17

18
Continuum of RES Problems
Basic
Deals w/ theoretical issues
Animals/Humans subjects
Primarily conducted in labs
Carefully controlled
Results often not practical
Few studies are purely 1 or other, often a mix
Applied
Answers immediate problems
Human subjects
Real-world settings
Lacks excellent control
Results directly useful
Generally considered inferior by RES purists

19
A Sample of HPERD Sub-specialties &
Broad RES Areas
Biomechanics Kinesiology
Sport Sociology Exercise Phys./Sci.
Sport Psychology Physical Education
Recreation Motor Behavior
Sport Management Motor Learning
Athletic Training/Sport Med Motor Development
Physical Therapy Coaching (Sport Pedagogy)
Countless sub-topics/problems related to each

20
The Research Process

21
5 Criteria for Selecting a RES Problem
Workability – are limits w/in reasonable range,
are all necessary components easily attainable?
Critical Mass – Is there enough literature on the topic?
Interest – Is there a passion for the topic?
Theoretical Value* – Will it contribute to the “body of knowledge?”
Practical Value* – Will it improve things in RL practice?

Quality Research Involves Some/All
IDing & Delimiting (choices made by the researcher to define) a problem
Searching, Reviewing, & Effectively Writing the key Lit
Specifying & Defining > 1 Testable Hypothesis
Designing the RES to Test the Hypothesis or Hypotheses
Selecting / Describing / Testing / Treating the Subjects
Analyzing the Data & Reporting the Results
Discussing the Meaning and Implications of the Findings
22

How to Read RES
Be familiar w/ publications relevant to the field of interest
Read articles that are of interest personally, first
Studies do NOT “prove” anything – look for ideas, facts, indications – not “eternal truths” – it becomes “knowledge” after consistent replication
Read the title first, for key info; the abstract 2nd, for a summary of contents/findings; then the entire article for methodological details and interpretations
Try to understand the statistics, and use common sense to understand the statistical concepts
Be objective but read critically – how scientifically sound was the study?

24
Research Types w/ Examples
(Deals w/ already existing data or phenomena that are observed or analyzed)
Analytical Research Studies – in-depth study & evaluation of available information, to help explain a complex phenomenon
May be Historical, Philosophical, Critical Review, Meta-analysis
Descriptive Research Studies – a study of “current status”
Survey (present practices/opinions), Questionnaire (Can be a Difference Study)
Interview (simply oral questioning of subjects)
Case Studies
Correlational or Association Studies

Additional Types of RES
Experimental Research – The most scientific of all RES types 2 or more group treatments are manipulated, to cause things to occur – cause-and-effect can be established, as many factors as possible are controlled (establishes cause-and-effect situations)
2 or more groups and their means compared for differences
Qualitative Research – First-hand presence by the researcher, personal observation, or interviews

Another View of Research Types
Experimental or Quasi-Experimental – Conducted w/ groups
pre-test/post-test, post-test only, group comparisons, or time-series
Descriptive – Correlational (Association of variables), Surveys, or
Qualitative (case studies, grounded theory)
Mixed Methods – Includes 1 or more research designs from
Experimental/Quasi-Experimental, and/or Descriptive types of RES
26

Research in Education
The world is full of debates regarding many topics and issues. Education is no different: Phonics or Whole Language; Calculators or No Calculators; Tracking or Mixed-Ability Classes; Student-Centered or Content-Centered Curricula; Small Class Size or Mass Classes; Expanding Pre-School or Starting in Grade 1; Year-Around School or Traditional 2-Semester/36-week Schooling; By what grade-level should students be expected to achieve reading competency and literacy? The list goes on, and the world of Human Performance and Physical Activity has not yet been mentioned!!
27

The Debate
With every debatable issue, each side can cite “studies” that may support their stance. Who should be believed?
If there have been no studies, then a topic is merely opinion, and not factual.
How often are articles read that state “research shows” but they simply talk about ideology, some hunches, or the author preferences (opinions, not data-based facts)?
28

Is Research an Art or a Science?
First, let’s review what a “profession” is and whether each one of us is in a “profession,” or is entering one.
A profession, according the Webster’s Dictionary (2018), is “a calling requiring specialized knowledge and often long and intensive academic preparation.”
There are two key differences between Art and Science. The 1st is that Art is subjective, and Science is objective. The 2nd is that Art expresses knowledge, often in the form of subjective representation, and Science is the system of acquiring and documenting knowledge.
29

Why There may be a
Research-to-Practice Gap
Some RES lacks trustworthiness due to poor quality of design and implementation.
RES often lacks usability – results are not always written clearly and methods are not adequately described.
It is often difficult for practitioners to obtain RES info quickly and efficiently.
“Evidence-based Practice” involves using “effective strategies in a professional field that are based on trustworthy evidence (support and loyalty to time-tested methods or strategies in the field) and research results”
30

Best Practices Based on RES
Developing a RES Question
Searching and understanding the literature for the current state of knowledge on a topic
Developing a research plan
Collecting and analyzing data
Drawing conclusions
Sharing the conclusions publicly (publication or presentation)
31

Key Terms to Know
Experimental Research
Descriptive Research
Mixed Methods Research
Quantitative Methods Research
Qualitative Methods Research
Independent Variable
Dependent Variable
Population
Sample
Generalization
Inference
Validity
Reliability
Statistically Significant
32

Experimental Research
Seeks to determine or identify cause-and-effect relationships. To determine cause-and-effect a study must be experimental or quasi-experimental.
For example, if X is performed Y is the result.
For example, if Treatment Group A does one protocol, Treatment Group B does a different protocol, and Treatment Group C undergoes a 3rd protocol, what are the different results and if there are statistically significant differences detected among the groups.
RL example = 2nd Grade Group A is taught to read by Method 1, 2nd Grade Group B is taught to read by Method 2, and 2nd Grade Group C is taught to read by Method 3. Results may be that Group B increases reading speed significantly faster than Group A; but Group C can read significantly faster than Groups A and B (all at the end of 36 weeks).
33

Descriptive Research
The researcher attempts to report the status of what already exists.
The purpose is to understand and report the characteristics/attributes/ qualities of a current or past phenomenon.
For example, Dr. Conkle has been involved in a study for 3 years to determine what variables best correlate with winning an interscholastic state championship football game.
Example 2 = a study in GA shows that 95% of elementary classroom teachers are female (05% male). Of all GA elementary classroom teachers, 55% are African American, 42% Caucasian, and 03% are categorized as “Other.” One percent have a doctoral degree, 59% have a Master’s Degree, and 40% have a Bachelor’s Degree.
34

Mixed Methods Research
Such studies involve more than one type of research design.
For example, it could utilize a pre-test/post-test comparison to experimentally determine group differences in math achievement, using 2 different curriculum approaches to Algebra (Group A v. Group B); and, survey teachers and students to determine their (existing) perceptions (status) of the 2 curricula.
35

Quantitative Methods
Used in both experimental and quasi-experimental, as well as descriptive research. Such methods assign or utilize (“real” or “observed”) numbers to sequential levels of variables being studied, for statistical analysis.
36

Qualitative Methods
Used for descriptive research purposes.
The goal may be to analyze written or oral language (jargon, vernacular), and actions to determine patterns, themes, or theories to provide insight into certain situations.
Qualitative data may be derived from personal interviews, observations, or review of documents.
Qualitative researchers “Capture what actually occurs or what is actually said.”
Data analysis techniques for qualitative inquiry may include naturalistic theory, grounded theory, case study analysis, etc.
37

Independent Variable(s)
The variable that is manipulated and controlled by the researcher in hope of causing an effect. The variable that is different between groups being compared in many cases.
For example = Which resistance training method used for 18 weeks will lead to the greatest increase in lower body muscular strength? Group 1, Method A
Group 2, Method B
Group 3, Method C
38

Dependent Variable(s)
The variable (the effect, outcome, or result) that may change due to the influence of an (IV).
39

Population
The large, global, universal, total, full, complete, group of potential subjects or participants, with certain identifiable characteristics (may be human, animal, plant, or “thing”).
In experimental studies, the researcher often chooses a “representative sample” from the overall population of interest.
A Representative Sample is one that has the same or similar attributes/characteristics/qualities to the population of interest.
40

Sample & Sampling
Sample – Participants or subjects included in a study, from a universal population.
Sampling – Selecting o f participants for a study from a population of interest.
41

Generalization, Generalizable, Generalizability
A study can be generalized if its results can be applied to a population of interest.
Inference – A process whereby a conclusion is drawn without complete certainty, but with some degree of statistical probability relative to the evidence on which it is based.
42

Reliability
Reliability – The degree to which results of a measurement, calculation, or specification (data set) can be depended on as accurate and consistent.
Validity – The best available approximation to truth or falsity of propositions in a research study. It is an indication of how sound the research is. More specifically, validity applies to both the design and the methods of research. Validity in data collection means that findings truly represent the phenomenon the researchers are claiming to measure. Does it measure what it purports to measure.
43

Statistical Significance & Statistically Significant
Statistically Significant – Changes in one or more variables is greater than a predicted change due to chance. The term significance level (alpha or α) is used to refer to a pre-chosen probability and the term “P value” is used to indicate a probability. The alpha should always be set before an experiment to avoid bias. If the observed p-value is lower than alpha, then it is concluded that a result is statistically significant.
Most authors refer to statistically significant as P < 0.05 (less than 05% chance of the results being incorrect) and statistically highly significant as P < 0.001 (less than one in a thousand chance of being wrong). P-values can be shown as: 0.10 (not often done due to perceived weakness of findings), or 0.05 0.01 0.001 0.0001 44 Complete Steps of “The Research Process” Step 1 = A RES question (Q) or problem is identified Step 2 = It is determined what is already known re: the Q or problem Step 3 = A hypothesis is posited, or a narrow focus is determined Step 4 = For a RES study, a plan is developed to test the hypothesis or answer the Q Step 5 = The study is conducted Step 6 = Data are collected, analyzed, and interpreted Step 7 = Finding are communicated or reported to others 45

Design of
Qualitative Research

Dr. Terry Conkle

Spring 2020 – PED 598

Qualitative RES is a Type of Descriptive RES
Qualitative RES Methods include data collection and analysis primarily grounded in observation, interview, and document review.
Qualitative RES involves a systematic analysis of language, actions, and documents to determine patterns, themes, or theories that describe and provide insight into situations.
It’s based on “traditions” such as:
Ethnography
Phenomenology
Ethnomethodology
Symbolic Interactionism
Ecological Psychology
Systems Theory

Ethnography
is defined as an illuminative account of social life and culture in a particular social system based on multiple detailed observations of what people actually do in the social setting being observed

Phenomenology
is the study of “phenomena” (appearances of things, or things as they appear in our experience, or the ways we experience things, thus the meanings things have in our experience)
Phenomenology studies conscious experience from the subjective or first-person point of view

Ethnomethodology
is the study of how social order is produced in and through processes of social interaction. It generally seeks to provide an alternative to mainstream sociological approaches. In its most radical form, it poses a challenge to the social sciences as a whole

Symbolic Interactionism
is a sociological theory that develops from practical considerations and alludes to people’s particular utilization of dialect to make images and normal implications, for deduction and correspondence with others

Ecological Psychology
Focuses specifically on the interdependencies of humans and their environments, which typically are studied under real-world conditions rather than in the laboratory. This type of RES has given rise to a variety of very different approaches and lines of research.
Two of which are common.
One approach is concerned with explaining and understanding perception.
The other approach is concerned with social behavior.

Systems Theory
Is the transdisciplinary study of the abstract organization of phenomena, independent of their substance, type, or spatial or temporal scale of existence. It investigates both the principles common to all complex entities, and the (usually mathematical) models which can be used to describe them.

The “Working Plan” or “Working Design”
in Qualitative RES
Outlines who the participants will be.
Identifies the length of time for data collection.
Indicates the possible variables for consideration.
Delineates or Summarizes the conceptual framework related to the study.
Shapes the data analysis procedures that will be used.

Required Thought Processes for
Qualitative RES
The Planning Process must consider these steps:
Determine a focus for the inquiry
Determine a paradigm focus
Determine what instrumentation will be best to use
Determine data collection and recording procedures
Plan data management and analysis procedures
Plan for trustworthiness techniques to ensure a reliable and valid study

Qualitative Inquiry is Based on
1 or More Traditions
It takes the form of a Case Study, Multi-case Study, or Multi-site Study.
Case Study –
Multi-Case Study –
Multi-Site Study –

Case Study
a process or record of research in which detailed consideration is given to the development of a particular person, group, or situation over a period of time.

Multi-Case Study
Multiple-case design, or collective case design, refers to case study research in which several instrumental bounded cases are selected to develop a more in-depth understanding of a phenomena than a single case can provide.

Multi-Site Study
investigates a defined, contemporary phenomenon that is common to two or more real-world or naturalistic settings.

Qualitative RES Sampling & Data Collection
The “sample” in Qualitative RES deals with events or phenomena.
Specifics regarding the data analysis changes based on the conceptual focus of a study.
Data are collected via observation, Interview, or Document Review – these determine the type of sampling used.

Theoretical Sampling in Qualitative RES
Theoretical sampling – can be defined as “the process of data collection for generating theory whereby the analyst jointly collects, codes and analyses his data and decides what data to collect next and where to find them in order to develop his theory as it emerges.” In simple terms, theoretical sampling can be defined as the process of collecting, coding and analyzing data in a simultaneous manner in order to generate a theory.
This sampling method is closely associated with grounded theory methodology.

Case Sampling in Qualitative RES
Typical Case Sampling allows you to develop a profile about what is normal or average for a particular phenomenon.
Critical Case Sampling is where samples are collected that should most likely to give you the information you’re looking for; They are particularly important cases or those that highlight vital information.

Extreme Case Sampling in Qualitative RES
Extreme (or deviant) case sampling is a type of purposive sampling that is used to focus on cases that are special or unusual, typically in the sense that the cases highlight notable outcomes, failures or successes.

Intensity Sampling in Qualitative RES
The process of selecting or searching for rich or excellent examples of the phenomenon of interest. These are not, however, extreme or deviant cases.

Convenience Sampling in Qualitative RES
The researcher simply chooses the most efficient and convenient sample available, regardless of the value of participant attributes, characteristics, etc.
This method is usually not defensible in any type of research, but it is frowned-upon even more in qualitative research due to it being essentially individuals who are the most ready, willing, and able to participate in the study.

Researcher Notes
Because Qualitative Inquiry is still an emerging design, it is vital that researchers document any and all decisions about design and design changes during the study!
Field Notes – information that is observed and documented in the research setting (e.g., running record of everything that occurred in the observation setting, and the data about the situation under observation).
Method Notes – notes to which the researcher will refer countless times during the study and in writing the research report to identify and defend methodological choices, including sampling decisions.